Pink and Purple Play Dough

Objective

Children will associate the letter P (and lowercase letter p) with the /p/ sound (e.g., pink, purple, pull).

Lesson Plan

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Target Words:

  • purple
  • play
  • pull
  • press
  • punch
  • pound
  • pat

Materials:

  • Pink and purple play dough recipe and ingredients (see recipe below or purchase Play-Doh)
    • Recipe: Mix 1 1/2 C flour, 3/4 C salt, 1 1/2 C water, 1 T vegetable oil, 1/2 T cream of tartar, and food coloring or unsweetened Kool-Aid in a saucepan. Cook over medium low heat until the dough comes away from the edges of the pan. Cool until it can be handled. Knead 3-4 times. Store in an airtight container.
  • Word cards (see below)

State and model the objective

Tell the children that they will play with pink and purple play dough and they will practice saying the /p/ sound in words that start with the letter P: press, pat, play.

Practice a skill within an activity

Pinch, poke, and pull on pink and purple play dough

  • Make pink and purple play dough (see recipe above) or purchase Play-Doh.
  • Read the word cards with the children, emphasizing the /p/ sound at the beginning of each word.
  • Give the children some pink and purple play dough and explain that they will use word cards (see below) to decide how to play with the play dough.
  • Have the children pick a word card and help them read the word on the card.
  • Allow the children to perform the action indicated on the card using the play dough.

Make a letter P

  • Allow the children to use pink and purple play dough to form the letter P.
  • Write a list of objects that begin with the letter P (i.e., pig, penguin, pie, pizza, pineapple, pencil).
  • Point out that each word on the list begins with the letter P which makes the /p/ sound.
  • Invite the children to use their play dough to make objects from the list of words that begin with the /p/ sound.

Apply the skill

Identify the target letter

  • Make a list of the words used throughout the activity that begin with the letter P (i.e., push, poke, pull, press, pinch, punch, pound, pat, pig, penguin, pie, pizza, pineapple, pencil).
  • Have the children underline the letter P at the beginning of each word on the list and ask them to say the /p/ sound each time they underline the letter P.

Identify the target sound

  • Make a word wall of simple words that begin with the letter P (i.e., pat, pan, pin, pig, pot, pop, pup).
  • Help the children identify the beginning and rhyme ending sounds of each word on the list by tapping their head for the beginning sound of the word and toes for the rest of the word (e.g. pat = /p/ tap head and /at/ tap toes).
  • Point out that all of the words have the /p/ sound at the beginning of the word and start with the letter P.

Printouts

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Objective
Associate the letter P with the /p/ sound (e.g., pink, pencil, penguin).

Materials

  • Word cards (see below)
  • Pink and purple play dough (see recipe below or purchase Play-Doh)

Activity: Play with Pink and Purple Play Dough

  • Make pink and purple play dough (see recipe below) or purchase pink and purple Play-Doh. 
  • Read the word cards (see below) with your child, emphasizing the /p/ sound at the beginning of each word.
  • Place the word cards face down on the table then take turns choosing a word card.
  • Help your child read the word on the card then allow them to perform the action using play dough.
  • Let your child use the play dough to form the letter P and ask your child to produce the /p/ sound.
  • Using the play dough, make different objects that begin with the /p/ sound (e.g., pig, pizza, pie, pencil, penguin). 
  • Make a list of the words used throughout the activity that begin with the letter P (i.e., push, poke, pull, press, pinch, punch, pound, pat, pig, penguin, pie, pizza, pencil).
  • Have your child underline the letter P at the beginning of each word on the list and ask them to produce the /p/ sound each time he/she underlines a letter.

Play-Dough-Recipe

Standards

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1. CCSS.ELA-LITERACY.RF.K.1.D: Recognize and name all upper and lower case letters in the alphabet.
2. CCSS.ELA-LITERACY.RF.K.3.A: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

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